Faculty and Staff Directory
Engberg, Mark E.
Title/s: Associate Professor;
Specialty Area: Access and Opportunity in Higher Education; Educational Benefits of Diversity; Global Learning and College Preparation
Office #: Lewis Towers 1116, WTC
CV Link: Engberg-CV
My research agenda is rooted in my ongoing desire to improve educational opportunity for underserved students. Each year tens of thousands of students find themselves lost in an educational system in which they have limited access to economic, human, social, and cultural resources and inadequate guidance in navigating an increasingly complex system of postsecondary admissions and finance. As a researcher, educator, activist, and citizen, I am deeply troubled, and at times quite overwhelmed, by the enormity of lost talent in American society, and as such, I have made this the cornerstone of my research and scholarly agenda.
In examining the importance of access and opportunity across the secondary-postsecondary nexus, my research agenda focuses on two-interrelated threads: The first thread investigates how individual- and institutional-level factors influence students’ pathways to postsecondary education, with a particular focus on racial/ethnic minorities and low-income students. The second thread focuses on understanding the educational benefits of diversity and how different curricular and co-curricular interventions influence a range of skills and dispositions necessary in today’s increasingly diverse and global society. Thus, I approach the issue of access by examining the resources and structures necessary to promote college opportunity at the secondary level as well as how increased access contributes to student learning and development at the postsecondary level.
- Ph.D., University of Michigan, Ann Arbor, MI
- M.A., Northwestern University, Evanston, IL
- B.A., University of Michigan, Ann Arbor, MI
- Higher Education (M.Ed. and Ph.D.)
- International Higher Education (M.Ed.)
- Pathways to college for underserved students--with a particular focus on the secondary-postsecondary nexus and the role of high school counselors in facilitating college opportunity
- Affirmative action policy with a particular focus on the educational benefits of diversity on college campuses
- Development of a global perspective with a focus on how curricular and co-curricular campus opportunities facilitate the development of a global perspective
Professional & Community Affiliations
Editorial Board Member:
- Research in Higher Education (since 2007)
- Journal of College Student Development (since 2009)
- American Educational Research Association (AERA), Dissertation Award Committee (2012)
- Association for the Study of Higher Education (ASHE), Co-Chair Program Committee (2015)
- Association for Institutional Research (AIR)
- American College Personnel Association (ACPA)
- American Association of Colleges & Universities (AACU)
- National Association of College Admission Counseling (NACAC)
- ELPS 431 Evaluation in Higher Education
- ELPS 435 Enrollment Management in Higher Education
- ELPS 527 Internship in Higher Education
- ELPS 529 Doctoral Proseminar in Higher Education
- Loyola University Chicago, School of Education Distinguished Faculty Award for Excellence in Research (2014)
- Review of Research Award, American Educational Research Association (2005)
- Engberg, M.E. & Jourian, T.J. (in press). Intercultural wonderment and study abroad. Frontiers.
- Engberg, M.E. & Manderino, M. (in press). Collecting dust or creating Change: A multi-campus usability study of student survey results. Journal of Assessment and Institutional Effectiveness.
- Engberg, M.E., & Wolniak, G.C. (2014). An examination of the moderating effects of the high school socioeconomic context on college enrollment. High School Journal, 97(4), 240-263.
- Engberg, M.E. & Gilbert, A.J. (2014). The counseling opportunity structure: Examining correlates of four-year college-going rates. Research in Higher Education, 55(3), 219-244.
- Engberg, M.E. & Porter, K. B. (2013). Conceptualizing the linkages between diversity experiences and moral development. Journal of College and Character, 14(4), 289-299.
- Engberg, M.E. (2013). The influence of study away experiences on global perspective-taking. Journal of College Student Development, 54(5), 466-480.
- Engberg, M.E., & Wolniak, G.C. (2013). College student pathways to the STEM disciplines. TC Record, 115(1).
- Engberg, M.E. (2012). Pervasive inequality in the stratification of four-year college destinations. Equity & Excellence in Education, 45(4), 575-595.
- Wolniak, G.C., Mayhew, M.J., & Engberg, M. E. (2012). Learning’s weak link to persistence. Journal of Higher Education, 83(6), 795-823.
- Hurtado, S., Mayhew, M.J., & Engberg, M.E. (2012). Diversity courses and students’ moral reasoning: A model of predispositions and change. Journal of Moral Education, 41(2), 201-224.
- Engberg, M.E. & Allen, D.J. (2011). Uncontrolled destinies: Improving opportunity for low-income students in American higher education. Research in Higher Education, 52(8), 786-807.
- Engberg, M.E., & Hurtado, S. (2011). Developing pluralistic skills and dispositions in college: Examining racial/ethnic group differences. Journal of Higher Education, 82(4), 416-443.
- Engberg, M.E & Fox, K. (2011). Service participation and the development of a global perspective. Journal of Student Affairs Research and Practice, 48(1), 85-105.
- Mayhew, M.J., & Engberg, M.E. (2011). Promoting the development of civic responsibility: Infusing service-learning practices in first-year “success” courses. Journal of College Student Development, 52(1), 20-38.
- Nelson Laird, T.F., & Engberg, M.E. (2011). Establishing differences between diversity requirements and other courses with varying degrees of diversity inclusivity. Journal of General Education, 60(2), 117-137).
- Braskamp, L.A., & Engberg, M.E. (2011). How colleges can improve global perspective-taking. Liberal Education, 97(3/4), 34-39.
- Engberg, M.E., & Wolniak, G.C. (2010). Examining the effects of high school contexts on postsecondary enrollment. Research in Higher Education, 51(3), 132-153.
- Mayhew, M.J., & Engberg, M.E. (2010). Diversity and moral reasoning: How negative diverse peer interactions affect the development of moral reasoning in undergraduate students. Journal of Higher Education, 81(4), 459-488.
- Wolniak, G.C., & Engberg, M.E. (2010). Academic achievement in the first year of college: Evidence of the pervasive effects of the high school context. Research in Higher Education, 51(5), 451-467.
- Engberg, M.E., & Wolniak, G.C. (2009). Navigating disparate pathways to college: Examining the conditional effects of race on enrollment decisions. TC Record, 111(9), 2255-2279.